Cassandra McKay-Jackson, PhD, LCSW
Associate Dean for Academic Affairs and Student Services
Associate Professor
Contact
Building & Room:
ETMSW 4339
Address:
1040 W. Harrison Street, Chicago, IL 60607
Office Phone:
Email:
About
Cassandra McKay-Jackson has returned to the Jane Addams School of Social Work where she served as a faculty member for many years before leaving to direct the MSW program at Erikson Institute. McKay-Jackson has more than 30 years of experience as a licensed social worker, providing therapeutic services to youth and families in outpatient and school settings. Her scholarship focuses on race, and the development and analysis of school related interventions, which encourage youth social responsibility and resilience. She has written, and presented nationally as well as internationally, on the impact of critical service learning as a school social work intervention.
Selected Publications
Peer Reviewed Journal Articles
Owens, C., Humphries, M., & McKay-Jackson, C. (2022). Perceptions of a culturally affirming multidisciplinary pre-service training in social and emotional learning. School Social Work Journal, 46 (2), 87-110.
Humphries, M. L., & McKay-Jackson, C. (2022). The Role of Race in Social and Emotional Learning (SEL) Training for Preservice School Social Workers and Teachers. Children & Schools, 44(1), 7-16. doi.org/10.1093/cs/cdab031
McKay-Jackson, C., Grumbach, G., & Campos-Moreira, L. (2021). The Wakanda effect: A protective factor to navigate racialized environments” Journal of Ethnic & Cultural Diversity in Social Work,1-12. doi: 10.1080/15313204.2021.1949776
Johnson, A. & McKay-Jackson, C. (2020). Advocating for Racial, Language, and Gender Equity in the Hiring of School Social Workers: A Call to Action. Practice Highlights. Children & Schools. 42, 258-260. doi.org/10.1093/cs/cdaa024
McKay-Jackson, C. (2017). Words Matter: Interrogating Master Narratives [Guest Editorial]. Children & Schools. 39 (2), 67-69. doi.org/10.1093/cs/cdx003
McKay-Jackson, C. (2014). A critical approach to Social Emotional Learning instruction through community-based service learning. Journal of Transformative Education. 12 (3), 292-312. doi.org/10.1177/1541344614543191
Nebbitt, V, Lombe, M., McKay, C., &. Sinha, A. (2014). Correlates of academic performance among school-age African American males in public housing. Children and Youth Services Review. 44, 65-71. doi.org/10.1016/j.childyouth.2014.05.005
McKay, C., Sanders, M., & Wroblewski, S. (2011). Positive youth development and school capacity building. School Social Work Journal. 36 (1), 16-25.
McKay, C. (2011). The resilient community: Implications for out of school programming. Child and Adolescent Social Work Journal. 28, 357-373. doi.org/10.1007/s10560-011-0240-2
McKay, C. & Johnson, A. (2010). Service learning: an example of multilevel school social work practice. School Social Work Journal. 35 (1), 21-36.
McKay, C. (2010). Critical service learning: A school social work intervention. Children and Schools. 32, 5-13. doi.org/10.1093/cs/32.1.5
McKay, C. (2010). Community education and critical race praxis: The power of voice. Journal of Educational Foundations. 24, 25-38.
Books, Chapters, & Encyclopedia Entries
McKay-Jackson, C., Castillo, S., Cerda, A., & Velasco, E. (under review). Addressing the needs of foster children in school settings. In G. Grumbach, J.D. Keller, & Yolanda Jordan. Child Welfare from a Culturally Responsive Applied Approach in Social Work: Children and Families First.
McKay-Jackson, C., Keller, J.D., & Grumbach, G. (2022). Looking Forward: Emerging issues for school social workers. In J. Keller & G. Grumbach. School Social Work: A Skills-Based Competency Approach. Springer. doi:10.1891/9780826163967.0016
McKay-Jackson, C. & Massat, C.R. (2021). A history of the education of African American children. In M. Kelly, C.R. Massat, & R. Constable. 9th edition. School Social Work: Practice, Policy and Research. Oxford: Oxford University Press
McKay-Jackson, C. & Massat, C.R. (2021). Policy and law affecting school social work with marginalized populations. In M. Kelly, C.R. Massat, & R. Constable. 9th edition. School Social Work: Practice, Policy and Research. Oxford: Oxford University Press
Johnson, A., McKay-Jackson, C. & Grumbach, G. (2018). Critical Service Learning Toolkit: Social work strategies for promoting healthy youth development. Oxford: Oxford University Press.
Johnson, A. & McKay-Jackson, C. (2017). The School Social Worker: Supporting Academic Success through Social Emotional Learning (Ch. 12). In L. Villarreal Sosa, L., T. Cox, M. Alvarez. (pp. 177-192). School Social Work: A National Perspective on Practice in the Schools Work. Oxford: Oxford University Press
McKay-Jackson, C. & Massat, C.R. (2016). A history of the education of African American children (Ch. 11). In C.R. Massat, M. Kelly, & R. Constable. 8th edition (pp. 187-202). School Social Work: Practice, Policy and Research. Chicago: Lyceum.
McKay-Jackson, C. & Massat, C.R. (2016). Policy and law affecting school social work with vulnerable populations (Ch. 12). In C.R. Massat, M. Kelly, & R. Constable. 8th edition (pp. 203-221). School Social Work: Practice, Policy and Research. Chicago: Lyceum.
McKay-Jackson, C. & Johnson, A. (2015). Critical Service Learning: Implications for Social Emotional Development (Ch.47). In O. Delano-Oriaran, M. Parks, & S. Fondrie (Eds.) Service-Learning and Civic Engagement: A Sourcebook. Sage Publishers. https://doi.org/10.1177/1541344614543191
McKay, C. (2009). Congress of Racial Equality. In P. Finkelman (Ed). Encyclopedia of African American History 1896 to the Present. Retrieved from http://www.oxford-african americanhistory2.com/entry?entry=t0005.e0005
Education
BA, University of Iowa
MSSW, University of Wisconsin - Madison
PhD, University of Illinois Chicago